https://padlet.com/jcherry116/gaeitr8u9pz4mltq How Section 504 Works en-us 2022-08-24 05:36:40 UTC 2022-09-30 04:53:16 UTC hello@padlet.com https://padlet.net/icons/png/2611.png jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314647347 2022-09-27 01:31:19 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314647347 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314648172 ^{(T. Tutt, personal communication, September 26, 2022)}]]> 2022-09-27 01:31:57 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314648172 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314648649 ^{American School Counselor Association. (2022). The school counselor and students with disabilities. The School Counselor and Students with Disabilities - American School Counselor Association (ASCA). Retrieved September 26, 2022, from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Students-with-Disabilities}

_{This resource is especially helpful because it describes the ASCA's position on serving students under Section 504. The school counselor's role is to provide direct and indirect services to students with disabilities through the implementation of a school counseling program (Goodman-Scott, et al., 2019). Thus, school counselors advocate for students who may need these services to be academically successful.} ]]> 2022-09-27 01:32:17 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314648649 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314649458 <sub>- School administrators are seeking better clarification about the difference between IDEA’s service protections for special education and Section 504’s accessibility protections. 
- Administrators believe a more detailed separation of the two will improve understanding and implementation by educators and families.
-The Office for Civil Rights in the United States Education Department requested a formal update to Section 504 regulations. Those updates are expected to be implemented in 2024.</sub> ]]> 2022-09-27 01:32:54 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314649458 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314650026 ^{- The article attempts to clarify some of the differences between Section 504 plans and Individualized Education Plans.
-Both are sources of accommodations for students with disabilities, but they are slightly different.
-These differences should be considered case-by-case basis when making decisions for a student's education.}

]]> 2022-09-27 01:33:20 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314650026 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652096 ^{United States. Department of Health, Education, and Welfare. Office for Civil Rights, (1978). Section 504 of the Rehabilitation act of 1973: fact sheet handicapped persons rights under Federal law. Washington : Dept. of Health, Education, and Welfare, Office of the Secretary, Office for Civil Rights.}]]> 2022-09-27 01:34:56 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652096 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652575  ^{Betancourt-Colon v. City of San Juan, CASE NO. 19-1837 (GAG), (D.P.R. Sep. 1, 2020)}]]> 2022-09-27 01:35:20 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652575 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652992 ^{Tex. Educ. Code §29.001 regarding Special Education Programs} ]]> 2022-09-27 01:35:37 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314652992 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314653372 ^{U.S. Const. amend. XIV.} ]]> 2022-09-27 01:35:57 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314653372 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314654057 <sup>Clyde Consolidated Independent School District. (2020, July 7). Board Policy Manual. Retrieved from https://pol.tasb.org/PolicyOnline/PolicyDetails?key=250&code=FB

This document outlines the roles that various stakeholders have when discussing a child's need for 504 services. This document also discusses the steps that are involved when evaluating and re-evaluating a student for Section 504 accommodations.</sup> ]]> 2022-09-27 01:36:28 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314654057 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314654427 <sup>American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2022.pdf

A.1.j Advocate for equitable, anti-oppressive, and anti-bias policies and procedures, systems, and practices, and provide effective, evidence-based, and culturally sustaining interventions to address student needs.

The American School Counseling Association Ethical Standards for School Counselors outlines how school counselors can ensure equitable educational outcomes through the school counseling program. A.1.j is listed because school counselors are in a unique position to advocate for students' needs both academically and emotionally. Section 504 accommodations may be a way students' academic needs are met.</sup> ]]> 2022-09-27 01:36:47 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314654427 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314655117 2022-09-27 01:37:23 UTC https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314655117 jcherry116 https://padlet.com/jcherry116/gaeitr8u9pz4mltq/wish/2314656394 ^{This is a bulleted list of recommended resources and best practices when dealing with Section 504.}

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